Responding to Incidents of Bias
Purpose of this page
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Raise awareness of bias and the harm it causes
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Describe the process for responding to incidents of bias at Haslett Public Schools
Definitions
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Bias: Comments or actions that communicate negative messages about people or ideas, unintentionally or intentionally. These can be overt or subtle.
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Bias can relate to body type, culture, disability, gender, religion, race, socioeconomic status, or other aspects of a person’s identity.
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When a person is a target of bias because of a part of who they are, it is hurtful. It is important to think about impact and not intent. People will often say that they didn’t mean to be offensive or it was “just a joke.” However, what we mean and how others feel can be quite different. Words matter.
Explanation
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Haslett Public Schools will use this flowchart to respond to incidents of bias. It was developed by the District DEI Leadership Team.
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It is meant to be flexible, as each incident will come with its own context and complexities.
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Members of the Haslett Public Schools Team (which could include Principals, Coaches, Teachers, Counselors, Equity Coaches, DEI Coordinator, Athletic Director, Associate Superintendent, Superintendent, etc.) will work together to assess impact, identify action, and respond.
Confidentiality
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Throughout the process, it is important to protect the rights and identities of those involved.
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Targeted students can be harmed further when others rehash and retell the incident or circulate rumors about what happened.
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FERPA (Family Educational Rights and Privacy Act) protects the privacy of student education records, which includes discipline records. Consequences must remain confidential.
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Process
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Interrupt
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In the moment if possible (“I am going to stop you right there”). If not possible in the moment, circle back (“I learned about what happened yesterday and it was unacceptable”).
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Communicate
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To a trusted adult at school: coach, teacher, principal, counselor, etc.
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Anyone can use OK2SAY or use the online reporting form found on the HPS website under Athletics.
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Teachers will report to principals. Principals will report to Associate Superintendent and document the incident in our Skyward Student Management System.
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Assess Impact
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The school team will investigate and assess the reach of the harm: an individual, a class or grade level, a team, staff, school community, etc. They will consider current events, prior incidents, and school and community culture.
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Identify Action
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Each incident will look different. Considerations when identifying action:
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Age and development of student(s) involved
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Public act (e.g. racist graffiti on a building) or classroom act (e.g. racist graffiti on a desk)
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Act by outside person/group or by someone connected to school
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Acts that prompt legal procedures and may have legal consequences (e.g. Title IX)
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Acts that violate school and/or district policies about acts of bias/bullying/harassment
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Acts that break local, state, or federal law
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Consequences:
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Education: Could include learning about the history of harmful symbols or words, how our words can make others feel, using the Peace Path (young learners), and/or reflective conversations with the school team and restorative practices.
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What happened? When we look at our school values, how did your words/actions violate those values?
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Who has been harmed and how?
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How will you make it right?
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Discipline: Could include suspension, separating students during the school day, and/or removal of school privileges.
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If the aggressor is unknown or not affiliated with Haslett, it is still important to address the harm and support the targeted students. (“What happened to you was not okay. We want you to know we value you.”)
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Respond
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School officials will denounce the act, reaffirm the school’s values of inclusiveness and kindness, and offer support for targeted students.
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Could include counseling, a support group, changes in policy or procedure to prevent further incidents, training for staff or students, and/or education to help the school community learn and move forward.
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